Inclusão de alunos com deficiência nos anos finais do ensino fundamental: desafios e estratégias do professor de língua portuguesa

Abstract

Including students with disabilities in elementary education, especially in Portuguese language classes, is one of the biggest challenges facing public schools today. Although Brazilian legislation, such as the 1988 Constitution, the 1996 LDB (Law of Directives and Bases of National Education), and the 2015 Brazilian Inclusion Law, guarantees the right to access, permanence, and learning for these students, the realization of these principles still encounters several challenges in daily school life. This qualitative and bibliographic study analyzed, based on current educational legislation, how academic literature discusses the role of the Portuguese language teacher in promoting inclusion. The pedagogical, structural, and training obstacles faced by teachers were investigated, as well as the strategies they use to ensure that students with disabilities effectively participate in the learning process. The analysis revealed that many teachers point to the lack of specific training, the scarcity of accessible teaching materials, overcrowded classrooms, and little support from the institution as factors that hinder consistent inclusive practices. On the other hand, recent studies show that strategies such as curricular differentiation, Universal Design for Learning, the use of assistive technologies, active methodologies, and more flexible assessments can help increase the participation and learning of these students. It was evident that the continuing education of teachers, along with pedagogical and multidisciplinary support, is essential for Portuguese language teachers to act in a mediating, critical, and sensitive way to the different needs of students. It is clear that advancing school inclusion requires integrated actions between teacher training, institutional support, and innovative pedagogical practices, guaranteeing the right to learning and contributing to a more just, democratic, and inclusive public school